Hui Yang
ABSTRACT
Our work-in-progress paper explores students' role-changing patterns while working on science tasks in small groups. Grounded on the Collaboration Conceptual Model, we examined how members in 15 middle school student groups changed their roles throughout the entire collaborative activities. We annotated students' role changes at a one-minute segment, as well as the overall group collaboration quality at the individual task level for each student group. Our analytical approach involved hierarchical cluster analysis and non-parametric statistical tests to identify the relationships between students' role-changing patterns and collaboration outcomes. Preliminary results identified two distinct group types that showed different patterns of role changes and manifested different group collaboration qualities and performances. We discuss how this work is of interest to the Learning@Scale community in promoting effective collaboration at scale in authentic classroom settings.
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Index Terms
- Collaboration at Scale: Exploring Member Role Changing Patterns in Collaborative Science Problem-solving Tasks
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